The Virginia Journal Spring 2017

yes or no, but stated that through the experience, they “realized that disability should not take away their right to be competitive athletes” or “strengthened my view even more that a disability doesn’t mean you can’t excel.” Three participants stated that this experience did not change their view toward individuals with disabilities. However, this was due to previously positive views of those with disabilities. One participant explained that “I think I already had a good mindset regarding people with disabilities, but this event just ensured my thought that these are just people with different abilities.”  Participants were asked several questions related to their opinions about the experience and how the experience would be remembered going forward. Table 3 summarizes participant opinions of positive and negative attributes of the experience. All participants (11 of 11) reported that the inclusion of the Paralympic athletes in the experience enhanced the experience. For example, participants reported that “I thought it enhanced my experience. I loved seeing people fiercely compete”, “It was great to hear the personal stories of some of the Paralympic athletes” and, “Hearing [one of the athletes] speak was incredible. Her story was inspiring for all participants and she was great at teaching individuals how to participate in the games”. Likewise, participants reported posi- tive instances when asked what would be most memorable about their experiences. Of those, six (55%) noted that they would most remember the people and how happy they were during the pro- gram, four (36%) noted that they would remember various sports (e.g., goalball), and 1 (9%) reported that he would remember the experience as a whole. Discussion  The purpose of this study was to examine volunteer knowledge, perception, and motivation before a disability sport-related com- munity engagement event, and then to examine the personal gains and experiences of the volunteers as a result of taking part in the experience. Attitude and opinion change, growth in knowledge, and the power of contact are indicated in the analysis of the vol- unteer experience. Participant attitudes started off generally posi- tive (91%), with the majority of participants indicating a positive growth in attitude as a result of the volunteer experience (53%). This concept of attitudes going from good to great is aligned with research conducted by McKay, Block, and Park (2015), where

pretest/posttest surveys indicated attitudes starting at a relatively high level, and then moving to an even higher level. Opinions about Paralympic Sport indicated a positive change (73%), as growth in knowledge and experience with a variety of sports was described through the after-event responses. The power of contact highlighted through the participant experiences is aligned with Allport’s (1954) contact theory, which states that our stereotypi- cal associations and biases will decrease as we get to know and understand the experiences of others through meaningful, equal status, and collaborative contact. All of the participants (100%) reported that the inclusion of Paralympic athletes enhanced the experience, including hearing their stories, interacting on an indi- vidual basis, and experiencing the Paralympians as station leaders and educators. Paralympic sport education research draws a direct connection to Allport’s contact theory, and the power that contact with Paralympians has on individuals without disabilities (Liu, Kudlacek, & Jesina, 2010; McKay et al., 2015; McKay, 2013; Xafopoulos, Kudlacek, & Evaggelinou, 2009).  The study was limited in several ways. Nine of the eleven participants identified as female. It is possible that the findings may have been influenced by the gender of the participants. Spe- cific information was not gathered related to the academic level of the participants (undergraduate or graduate programs), and may serve to inform how coursework and academic preparation influenced responses on the survey questions. The study did not discern between service learning and volunteerism, in terms of the participants being required to complete service hours as part of course objectives. Service learning experiences incorporate a reflective component, which may have impacted participant responses (Roper & Santiago, 2014). Conclusion  Academic community engagement (Butin, 2010) supports student growth while also providing services to the community. One example of engagement is through a Paralympic sport experi- ence event. The findings of this study indicate that volunteering at a Paralympic sport experience can have a positive impact on attitudes and opinions toward disability sport, while also provid- ing an environment to learn new skills, and interact one on one with Paralympic athletes. The power of meaningful contact was indicated and supported, as was the overall positive experience in

Table 3. Positive and negative attributes of the Paralympic Experience Positives about the Frequency

Negatives about the

Frequency (Percentage)

Experience

(%)

Experience

Fellowship among participants/volunteers

4 (36%) 3 (27%) 1 (9%) 1 (9%)

No negatives reported

6 (55%) 2 (18%) 1 (9%) 1 (9%)

Speakers/ Paralympians present How talented the athletes were

More people with disabilities needed

Confusion among volunteers and assignments

Inclusiveness of those with and without disabilities

More room for activities needed

Kindness of the hosts/ staff

Some participants were not successful or having fun, but no help was provided

1 (9%)

Positive outlook on disability

1 (9%)

Wheelchair basketball demonstration 1 (9%) Note: Frequency and percentages exceed expected maximums because some participants reported responses that were coded multiple times.

SPRING 2017 • VAHPERD • 9